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TNA program TNA program Presentation Transcript

  • EDIFY in 2014
  • ① Core Values and Vision for School 2.0② Deconstruct Mission Statement – programmatic components that support the Mission③ Estimated expenses and facilities’ needs④ Overview marketing plan⑤ Alternative ideas⑥ Next steps
  •  S.T.E.A.M.  FLOW  INDEPENDENT LEARNERSCharter or affordable private schools that truly provide an education fit for the 21st century.
  • A school where S.T.E.A.M. is front and center  Fab Lab, Tech Center, Robotics, Multi- Media Lab, Design/Art Studio  Students experience every day, 11 hr/wk  STEAM on periphery at other schools, 1 x week, supplementing core curriculum, 1 semester class every 3 years  After-school and summer camps are only opportunities for many
  • A faculty that designs learning experiences forFLOW  Consistent and pervasive philosophy of education  All staff must share this approach, receive PD on it  Hit or miss depending on staff/class at other schools
  • A personalized program that explicitlydevelops INDEPENDENT LEARNERS  Technology enables students to learn what they need when they are ready, rather than in lock step with other students  Multiple components guide students to excel beyond class structures  Empty buzz words at most schools
  • Why S.T.E.A.M.? In our increasingly technology-driven and technology-dependent world, young people today not only desire - but require - an understanding of the varied and imaginative ways they can use technology to create, communicate and fabricate.Why FLOW? Joyful, meaningful, relevant learning experiences inspire and motivate students to work hard and persevereWhy INDEPENDENT LEARNERS? School should no longer limit itself to preparing students for more school. It should prepare students for life. And life today requires life-long learning.
  • 9:00 am CORE Students meet in groups of 18 for teacher-guided active-learning experience designed to optimize flow. 55 minute Literature Seminar, Writer’s Workshop, Math class or 85 minute History PBL course or Science hands-on Lab.10:30 am Recess / Snack/ student-led clubs meet11:00 am S.T.E.A.M. PROJECTS In classes of 12-24, mixed ages, students pursue individual and collaborative problem-solving and creation in the Fab Lab, Technology and Multi-Media Center, or Visual Arts Studio... creating apps, videogames, robots, websites, functional objects and multi-media works of art12:30 pm lunch and recess1:15 pm EDIFY Students progress through multi-modal lessons and activities, independently and collaboratively, guided by teachers as needed2:15 pm S.T.E.A.M. PE 2/wk, Blended Learning For Lang 1/wk3:40 pm Meet 1/wk with Advisor
  • The mission of our school is to provide students with joyful and engaging learning experiences that willguide them to become independent learners, criticalthinkers, and problem solvers, and develop the charactertraits and attitudes necessary for them to succeed in theirfuture endeavors. These traits include grit, curiosity,integrity and responsibility, as well as valuing humor,collaboration, excellence and play.
  • We will expose our students to a wide range of disciplines, experiences, and professions so that they candiscover their own interests and talents. For those studentswanting to pursue post-secondary education, our programsupports their admission to an excellent college oruniversity well-suited for the field they wish to pursue.
  • The mission of our school is to provide students withjoyful and engaging learning experiences that will guidethem to become independent learners, critical thinkers,problem solvers, and develop the character traits andattitudes necessary for them to succeed in their futureendeavors. These traits include grit, curiosity, integrityand responsibility, as well as valuing humor,collaboration, excellence and play.
  • The mission of our school is to provide students withjoyful and engaging learning experiences thatwill guide them to become independent learners, criticalthinkers, problem solvers, and develop the charactertraits and attitudes necessary for them to succeed in theirfuture endeavors. These traits include grit, curiosity,integrity and responsibility, as well as valuing humor,collaboration, excellence and play.
  • FLOWThe mental state of operation in which aperson in an activity is immersed in afeeling of energized focus, fullinvolvement, and success in the process ofthe activity.
  • The experience flow most often arises when, “goals wereclear, and feedback with respect to meeting those goalswas immediate and forthcoming…and the challenge ofthe activity is well matched to the individual’s skills.”…when students perceive themselves to be “active, incontrol, and competent” - also described as ‘purpose’ (thisis meaningful), ‘autonomy’ (I have some control over whatI am doing), and ‘mastery’ (I can figure this out)…
  • ① EDIFY: clear goals, immediate feedback, challenge matched to student’s abilities② PROJECTS: active, meaningful, hands-on learning; students choose problems to investigate③ FACULTY: professional development on Positive Psychology of FLOW for designing optimal learning experiences; schedule supports faculty collaboration and prep④ STAKEHOLDERS: community, continually improving program in response to data
  •  Subjects include:  Math  Grammar  Foreign Language  ‘Tech Tools for Learning’  Computer coding/programming Structure  Self-assess to pass through ‘unit’ or identify learning gaps  Learn by choosing from different activities:  Read/view resource (text, video, etc.) individually  Collaborate with a partner or group on an ‘investigation’ or game  Join a teacher-led discussion  Complete an online activity or game, interact with others virtually  Demonstrate mastery by completing unit’s culminating assignment or assessment
  •  Fab Lab – Maker’s Space  Computer-controlled tools that cut and engrave hard materials including wood, metals, plastics  Computer-controlled tools that fuse materials and ‘print’ 3D objects  Robotics supplies and Circuits enable creations with embedded electronics Multi-Media Lab  Cameras, gaming equipment, commercial grade software  Support visual arts, design, video game development, film-making, animation Visual Arts and Design  High level instruction, individualized attention  Empower students to define personal objectives and refine artistic voices
  •  Professional development Hiring profile: evidence of flow, constructivism, PBL, student-centered learning, joyful approach to learning Scheduled  Daily time for collaboration, reflection  Longer blocks for PBL (History, Science, PROJECTS)  ELA/Math teachers available for students’ EDIFY time 72 student load, 18 class size ‘Community of Learners’ flow for faculty  Action research  Nat’l Board Certification cohorts  Critical Friends groups
  • Math
  • English
  • History (or Science)
  • PROJECT STUDIOS (S.T.E.A.M.)
  •  BI-ANNUAL SURVEYS: analysis, follow-up, adjust program in response to data, communicate survey results and response ADVISOR and communicative FACULTY:  Advisor as first point of contact  Time in Advisor schedule to communicate with students and families  Policy of staff returning parent/student messages within 24 hours SITE-BASED BOARD of elected family, faculty and older student representatives meet monthly with Principal ACTIVE PARENT ASSOCIATION: Monthly Town Hall Style meetings, ongoing community-building social activities, committees to address needs, questions, concerns, interests
  •  Community of Learners  ‘The Book’- listing family and friends’ skills, supports projects and student learning process  School-based educational events for families  ‘One City One Book’ type programs Public displays, celebrations, and demonstrations  Weekly Community Meetings  Ongoing events presenting student work to families/friends Annual 5-7 day Outward Bound-like orientation/retreat  Build trust and community  Induct students into practices for independent learning and collaborative Project-Based Learning  Strengthen school’s daily protocols of Communication and Connection (ex. Way of Council, Tribes), affirming joyful, healthy communities
  •  Student and family surveys Applicant wait lists Retention of teachers who receive positive evaluations Anecdotal evidence: Student ambassadors share experiences with visitors
  • The mission of our school is to provide students withjoyful and engaging learning experiences that will guidethem to become independent learners, critical thinkers,problem solvers, and develop the character traits andattitudes necessary for them to succeed in their futureendeavors. These traits include grit, curiosity, integrityand responsibility, as well as valuing humor,collaboration, excellence and play.
  • The mission of our school is to provide students withjoyful and engaging learning experiences that will guideindependent learners, critical thinkers,problem solvers, and develop the character traits andattitudes necessary for them to succeed in their futureendeavors. These traits include grit, curiosity,integrity and responsibility, as well as valuinghumor, collaboration, excellence and play.
  • ① Edify② Project-Based Learning and Interest Explorations③ Explicit, tutor-less test prep
  •  Self-paced, mastery-based, skill learning  Progress from heavy teacher/advisor support Personalized Learning Plan goal-setting, accountability  Weekly advisor meetings monitor student progress  Bi-weekly as students demonstrate readiness Student-suggested resources, student reviews  ‘Technology Tools for Learning’ guides students in identifying / evaluating learning resources  Faculty / advisors monitor student contributions, ensure students finding appropriate resources 20%-70% of instructional minutes in structured class
  •  Templates provide structures and models  History, S.T.E.A.M. lab courses  Culminating projects in 8th and 11th grade ‘Interest Explorations’ transition from teacher-guided to student-led  For students with S.T.E.A.M. and academic interests Projects and Core courses serve as template/model for their own investigations  For others, Advisor provides structure  Explicit guidelines for communication and informational interviews  Faculty-monitored email, phone, in-person communications  Off-campus shadowing / internships / mentors
  •  EDIFY multi-resource test-prep courses Non-virtual library of test-prep materials School provides official timelines: deadlines and suggested assignments Peer support in preparation for standardized tests  Faculty assign younger students to appropriate groups  Older students guided in forming their own study groups School provides test simulations  Supporting students in analyzing data, reviewing their gaps in understanding as measured by tests
  • CORE Courses  2 hrs/week (tracked) math class  2 hrs/week ELA Seminar  4 hrs/week math/ELA *EDIFY time  3 hrs/week Science  3 hrs/week History  1 hr/week Foreign Language Seminar (online program)Non-Core Courses  2 hrs/week PE  ½ hr/day recess/clubs  10.67 hr/week PROJECTS/EDIFY/Interest Exploration 1 hr/week Community Meeting (assembly) 20 min/week Advisor meeting
  • CORE courses  3 hr/wk ELA  1.5 hr/wk Math  3 hr/wk EDIFY Math/ELA  3 hr/wk History or Science (trade off semesters)  4.5 hr/wk undefined EDIFY  1.5 hr/wk Foreign LanguageNon-Core courses  13 hr/wk undefined: projects, interest exploration, arts, off- campus immersion/internship  Two 45 min/wk PE60 min/wk small group Advisory/Grade mtng20 min/wk Advisor mtng20-60 min/wk Community mtng
  • THEY CAN… successfully progress through EDIFY courses achieve class goals despite decreased structured class time design and implement a culminating project in 8th and 11th grade  reflects their interests  involves posing a question to investigate and analyze  guided/supervised by a faculty / mentor / Advisor  mini-thesis experience complete increasingly-independent ‘Interest Explorations’ identify and utilize resources beyond those chosen by teachers to achieve learning goals pursue learning by contacting experts beyond school community achieve high scores on standardized tests without tutor support
  • The mission of our school is to provide students withjoyful and engaging learning experiences that will guidethem to become independent learners, critical thinkers,problem solvers, and develop the character traits andattitudes necessary for them to succeed in their futureendeavors. These traits include grit, curiosity, integrityand responsibility, as well as valuing humor,collaboration, excellence and play.
  • The mission of our school is to provide students withjoyful and engaging learning experiences that will guideindependent learners, critical thinkers, problem solvers,and develop the character traits and attitudes necessaryfor succeed in their futureendeavors. These traits include grit, curiosity,integrity and responsibility, as well as valuing humor,collaboration, excellence and play.
  • EDIFY and PLP  Accountability, mastery-based, transparencyCURRICULUM  Aligned to National Standards  Emphasizes Learning To Be, To Do, To Know  ‘To be’: students “discover who they are.”  ‘To do’: skills that “influence and change their surroundings,” technical, abstract such as leadership and time management  ‘To know’: enables students to “…make sense of the world they inherited… understand connections to what came before us and what might come after”
  • FOSTER HEALTHY COMPETITIVE SPIRIT  Learn from struggles and successes  Behave graciously in victory as well as in defeat  Projects culminate in public demonstrations of work subject to evaluation/feedback  Maker’s Faire, Science Fair, Robotics First, STEM/arts/writing contests  Projects with ‘real’ applications to be shared with business/gov’t/CB  Writing and Arts pieces submitted to selective publicationsHERO’S JOURNEY THREADED INTO PROGRAM  Individual hero’s journey to discover and develop interests and talents, and explore how they might be put to use for the benefit of the broader world  Analyze life and traits of heroes
  •  Current students  Repeated participation rates in contests and competitions, with improved results  Low rates of disciplinary hearings regarding ethical and behavioral violations  High rates of opt-ins to honor level challenges Alumni:  Admission and completion of college, competitive high schools, pre-professional programs  Survey data attesting to career and personal growth pursuits
  • We will expose our students to a widerange of disciplines, experiences, andprofessions so that they can discovertheir own interests and talents. Forthose students wanting to pursue post-secondary education, our programsupports their admission to an excellentcollege or university well-suited for thefield they wish to pursue.
  •  Science, Technology, Engineering, Arts, Mathematics in PROJECTS courses Personalized ‘Interest Explorations’ into career fields and interdisciplinary analyses After-School  In collaboration with parents and Community-Based Organizations, we will offer a fee-based after-school program to serve student interests not covered in the program  Music, Drama, Athletics, Entrepreneurialism, et al.
  • Estimated  Salary, benefits  Program resources and supplies  FFE  Operating expensesUnknown  Facilities lease and prep
  • Operating Services 24%FFE & Supplies 6% Full-Time Salaries 55% Employee Benefits 15%
  • Rent $30/ft2, 100ft2/student = $3,000/student  6 months’ rent carrying costs - $216,000  Building improvements - $100,000Computers for staff, students purchase own laptopsStandard FFE costs + $63,000 Fab LabAverage teacher salary $70,000Back office provider $45,000School buys all curricular texts and subsidizes field tripsSchool growth:  Year 1: 6th and 7th grade 144 students  Year 2: 6th – 9th grade 288 students  Year 3: 6th – 10th grade 360 students
  • Note: Clerical, maintenance, HR, security not included. Lower costs likelywith lower faculty salaries, and more novice / fewer master teachers.
  •  10 Classrooms  2 Math, 2 ELA  3 History/Foreign Language  3 Science/Foreign Language 3 PROJECTS spaces  Fab Lab Maker Space  Multi-Media Technology Lab  Visual Arts Studio EDIFY (quiet & collaborative learning) space/s for full grade (72) Cafeteria accommodating 108 students 8 private offices for Advisor meetings PE accommodating 35 students concurrently
  • Actual cost for Marymount’s Fab Lab (private school NYC)
  • Private office space with phoneAccommodate 1 student, 2-4 adults
  • Since the bulk of the day involves students workingindividually, in pairs, or in small groups, our facility will notlook like a traditional school building.  Multiple spaces for students study groups and individual quiet study  Good insulation to reduce noise distractions  Natural light so feeling of openness complements the focused concentration required of students to learn  Ideally, 1 library-like space / grade, accommodates 60-80 students  Alternatively, multiple workspace areas accommodate 30- 40 students, 2 per grade, or if shared spaces 3 per every 2 grades
  • High quality brochures and website are essential to attractingapplicants, but the heart of our plan is not slick marketing.For parents take a chance on the unknown - especially one with atuition - they need to be persuaded that this is their school, and theyneed it. They will not apply as isolated individuals, but as peergroups. Targeted conversations with groups of parents willgenerate excitement about the possibility that their child, and hisfriends, may gain admission to this new, amazing school.  Invite-only gatherings in homes and local businesses  Parent leaders and educational experts embraced as thought partners and co-founders  Presence in neighborhood, representing TNA in community  Coverage by unofficial and established press/media  Summer program and/or after-school program  Orientation sessions with hands-on EDIFY or PROJECTS experiences
  • Market research revealed:  Challenging and disappointing application process for public middle schools (only B’klyn District 15 good)  Selective public schools force children to choose specific ‘major’ too young  Public Schools too large  class size >30  grade size >300 (middle), >700 (high school)  Cannot afford $40,000+ per year per child  Can afford $40,000+, but not enough spots for them in private schools  Foreign Language learning not robust  Either Arts or STEM, not both  Not enough gym/recess time  Too much homework
  •  Allotted time 1.5 hrs, 4-5 days/wk 72 student load per semester, 144 students in 1 year  2 fewer Core teachers needed every 2 grades  Saves $155,000-$200,000 per year every 2 grades Students have one less Core Course to work on each semester  Reduced stress? Increased efficiency?  Miss History in Science Semester or vice versa?
  •  Student’s school hours 9-5 Open ‘Lab’ time (tutors to help) – 11.5 hr/wk PROJECTS time – 7.5 hr/wk Core Teacher Time – 12.5 hr/wk  1 hr/wk Math (12 students)  4 hr/wk ELA (12 students)  2.5 hr/wk History/Science/For. Lang. (24 students) Advisor Meeting – 15 min/wk  1 Advisor per 72 students
  •  *Facility identification and prep *Marketing and Admissions COURSE DESIGN:  Build EDIFY - consultant can cobble programs together for low price product  MATH EDIFY: since only 2 hr/wk and teacher given minimal prep time, must build Edify and multiple assessments and multi-modal learning activities to support students assessing selves, trying different ways to learn, re-assessing  ‘TECH TOOLS FOR LEARNING’: program relies on students becoming independent learners at young age, this course must provide the tools and guidance to enable students to identify/evaluate resources and to understand and affirm an honor code (integrity, responsibility, discipline) necessary for productive use of unstructured time  Foreign Language blended learning (LA potential partners Identify, Recruit, Hire Faculty and Staff Plan Faculty Institute Plan Orientation for Students Determine/Create Assessments for all incoming students to identify gaps/strengths Identify Assessments to use as benchmarks Finalize curricular choices, purchases Furniture, Fixtures, Equipment